Medical Students and the Challenges of Interpersonal Relationships: An Analysis of Socioemotional Skills in Medical Education

Abstract

Contemporary medical education faces several challenges concerning the development of interpersonal skills, a dimension frequently neglected in curricula predominantly focused on biomedical knowledge. This study aims to critically analyze the main barriers faced by medical students in building healthy interpersonal relationships and to present evidence-based strategies for addressing them. A narrative review of national and international databases was conducted, including articles, reviews, and theoretical essays focusing on socioemotional skills, student mental health, and relational dynamics in medical education. The analysis highlights that academic overload, competitive institutional environments, developmental transitions, early exposure to human suffering, and the intensive use of digital technologies negatively influence the quality of students’ interpersonal connections. Such difficulties are strongly associated with higher rates of anxiety, depression, burnout, and social isolation, all of which undermine both individual well-being and overall professional training. The findings emphasize the necessity of structural measures that value human development during medical education, extending beyond the acquisition of technical knowledge alone. This study concludes that three strategic axes are central: (1) curricular integration of subjects and activities focused on communication, empathy, and teamwork; (2) the promotion of collaborative pedagogical methodologies designed to reduce harmful competitiveness; and (3) the implementation of institutional programs ensuring psychological and social support. When integrated, these actions have the potential to transform students’ academic experience and strengthen both their technical competence and their humanistic capacity to practice patient-centered medical care.